This tells you the percentage of pupils who achieved grade 4 or above in the 2017 reformed English and maths GCSEs. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 4 or above in the new grading is a similar level of achievement to a grade C or above in the old grading.

This is the percentage of pupils who achieved the English Baccalaureate (EBacc) at a grade 4 or above in English and maths, and at a grade C or above in the following subject areas: sciences, a language, and either history or geography. The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. The grading of English and maths GCSEs changed in the 2017 GCSEs reforms. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 4 or above in the new grading is a similar level of achievement to a grade C or above in the old grading.

Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care). This section shows final opens a popup results for pupils who completed key stage 4 opens a popup in the summer of 2016, except for the ‘Staying in education or entering employment’ figures, which show the percentage of pupils who either stayed in education or entered employment for at least two terms after finishing key stage 4 opens a popup in 2014.

Results by pupil characteristics

Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

School disadvantaged pupils

Local authority other (non-disadvantaged) pupils

England state-funded schools other (non-disadvantaged) pupils

Number of pupils

22

2487

384200

Progress 8 score and confidence interval

-0.81
(-1.33 to -0.3)

-0.02
(-0.07 to 0.03)

0.11

Attainment 8 score

37.9

49.3

49.8

English & maths at grade 5 or above

18%

43.90%

49.40%

English & maths at grade 4 or above

59%

70.40%

71.20%

Achieving EBacc at grade 5/C or above

5%

18.50%

25.60%

Achieving EBacc at grade 4/C or above

5%

21.20%

28.20%

Entering EBacc

18%

31.60%

43.00%

Staying in education or employment for at least 2 terms after key stage 4 (2015 school leavers)

94%

95%

96%

Progress 8 score and confidence interval by subject area: English

-0.91
(-1.55 to -0.26)

-0.06
(-0.12 to 0.01)

0.11

Progress 8 score and confidence interval by subject area: Maths

-0.58
(-1.17 to 0)

-0.12
(-0.18 to -0.07)

0.11

Progress 8 score and confidence interval by subject area: EBacc slots

-0.87
(-1.47 to -0.26)

-0.08
(-0.13 to -0.02)

0.13

Progress 8 score and confidence interval by subject area: Open slots: Any qualification

Prior attainment is the attainment level of a pupil at the end of the previous key stage - key stage 2 opens a popup . These figures indicate how well a school supports all of its pupils to meet their potential. Middle prior attainers were pupils who achieved level 4. High prior attainers were pupils who did better than level 4, while low prior attainers were below level 4. Pupils without key stage 2 results have been excluded.

EBacc additional measures

The figures for pupils achieving the English and maths subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.

The figures for pupils achieving the English and maths subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.

Pupils who have been in a sustained education destination for the first 2 terms, October 2015 to March 2016. Individual lines may not add up to totals as some pupils can be counted in more than one category.

Pupils who did not stay in education for 2 full terms but were in a sustained employment destination from October 2015 to March 2016. This includes pupils who sustained the 2 terms through a combination of education and employment.

Pupils who stayed in either education or employment for 2 terms and also started a funded apprenticeship at any time between August 2015 and July 2016. All apprentices also appear under either employment or education destinations.

About this data

LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure

NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college

NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure

NEW = New school or college

NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools

SP = Small percentage: the number is between 0% and 0.5%

SUPP = Suppressed: In certain circumstances we will suppress an establishment's data. This is usually when there are 5 or fewer pupils or students covered by the measure (10 in the case of destination measures). We avoid making these figures public to protect individual privacy. We may also suppress data on a case-by-case basis.

State-funded schools (local authority maintained schools and academies) are held to account for their performance against these measures.
We publish results for independent schools, but they are not accountable against these measures.

This page shows provisional opens a popup results for pupils who completed key stage 4 opens a popup
in the summer of 2018. The provisional results were published in October 2018. In January 2019 we will publish revised figures which will include updates, for example due to late results, amendments following re-mark requests and pupil changes made via the schools checking exercise. The revised figures will include more detailed breakdowns than the provisional data.

Pupils who did not stay in education or apprenticeships for 2 full terms but were in employment from October 2016 to March 2017. Pupils with a combination of education and employment making up 2 terms are also included.

3%

4%

3%

Pupils not counted as staying in education or employment

Pupils not staying in education or employment for at least 2 terms after key stage 4

About this data

LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure

NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college

NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure

NEW = New school or college

NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools

SP = Small percentage: the number is between 0% and 0.5%

SUPP = Suppressed: In certain circumstances we will suppress an establishment's data. This is usually when there are 5 or fewer pupils or students covered by the measure (10 in the case of destination measures). We avoid making these figures public to protect individual privacy. We may also suppress data on a case-by-case basis.

State-funded schools (local authority maintained schools and academies) are held to account for their performance against these measures.
We publish results for independent schools, but they are not accountable against these measures.

Pupil absence in 2016/2017

Absence data covers pupils aged 5 to 15 on 31 August 2016, and is for the full 2016/2017 academic year including the second half of the summer term. For schools that opened or closed part way through this period, the absence information will be based on a shorter period.
See the absence statistics guide opens in a new window for more information on how we collect and report absence figures.

The percentage of pupils missing 10% or more of the mornings or afternoons they could attend, meaning that if a pupil’s overall rate of absence is 10% or higher across the full academic year they will be classified as persistently absent.

7.2%

13.5%

Pupil population in 2016/2017

The figures below are for the 2016/2017 academic year. We plan to publish 2017/2018 figures in January 2019, alongside 2017/2018 key stage 4 and 16-18 results.

School

National

Total number of pupils on roll (all ages)

956

3304460

Girls on roll

51.9%

49.2%

Boys on roll

48.1%

50.8%

Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan

2%

4.3%

SEN Support

7.4%

10.5%

Pupils whose first language is not English

1.3%

16.1%

Pupils eligible for free school meals at any time during the past 6 years

10.1%

29.1%

About this data

You should be cautious comparing absence figures over time, as full academic year absence figures are only available
for 2013 to 2014 onwards. In previous years absence data was based on the autumn and spring terms only.

This is the ratio of the FTE number of pupils and the FTE number of all teachers in the school. This is a change from previous years to better reflect the numbers of teaching staff in the school and the class sizes they managed.

This is the mean FTE gross salary of all teachers with a contract of one month or longer working in the school. This is a change from previous years to include part-time and unqualified teachers which better reflects average teacher salary.

This is the actual number of all full & part-time teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

This is the full-time equivalent number of all teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

This is the actual number of all full & part-time school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

This is the full-time equivalent number of all school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

Data was collected from local authority maintained nursery schools, primary schools, secondary schools, special schools as well as
city technology colleges, academies (including free schools) and pupil referral units.

The census covered all teachers with a contract of 28 days or more, as well as all teaching assistants and other support staff members
employed directly by the school. It did not collect data from direct grant nurseries, independent schools, non-maintained special and general hospital schools.

Finance in 2016-2017

The figures below are for the 2016-2017 financial year. This is the latest year for which performance results have been published. We plan to publish 2017-2018 figures in January 2019, alongside 2017/2018 key stage 4 and 16-18 results.
For further information on this school's finances, visit the Schools financial benchmarking service. opens in a new window

Includes funds delegated by the LA, funding for 6th form students, SEN funding, funding for minority ethnic pupils, Pupil Premium, other government grants, other grants and payments, pupil focused extended school funding and/or grants and Additional grant for schools

The finance section allows you to compare the outcomes schools achieve with how they spend their money,
and so ask questions about how they could use their resources more efficiently and effectively.

Where possible, figures are shown as income or spend per pupil at the school to make comparisons easier.
Some schools, such as academies and free schools, publish their financial information in different ways.
You can find information about the income and spending of an academy or a free school in the annual report and financial statements provided.

To compare school incomes and spending fairly, you should consider the percentage of children eligible for free school meals (FSM),
the type of school and whether a school is in London or not.

Local authority and England averages
Please note the England and local authority finance figures provided are all middle (median) values, the most appropriate type of average for this data.
Using medians means that the figures for each aspect of income or spending in a region may not add up to give the total spending value (which itself is a median value).

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